• In year 1, the pass rate on the TAKS for middle school students who had failed the previous year was 33%
• In year 2, the pass rate on the TAKS for middle school students who had failed the previous year was 46%. The entire group of participating middle school students showed learning gains both for students who were above and below the TAKS proficiency level in the previous year. Thus, TI MathForward helps students in a broad range of achievement levels.
• In year 3, the overall gains made in mathematics by MathForward™ students on the Texas Assessment of Knowledge and Skills (TAKS) were significantly greater than for comparison students. These students differed from the program students in that they were higher-achieving and less likely to be minority students. The gains of MathForward™ students were greatest in 7th grade, relative to the 8th grade and Algebra 1 students that participated. African American students in the program made greater gains than African American students not in the program, resulting in decreasing the achievement gaps for that group. Among the MathForward™ students, 55 percent of students scored proficient or higher in mathematics in spring 2008, compared to 48 percent the year before. These findings are consistent with prior studies in Richardson that showed the promise of the intervention for improving achievement of achievement gains in previous years for participating students
• In year 4, 7th and 8th grade students who used TI MathForward achieved higher scores on the Texas Assessment of Knowledge and Skills (TAKS) Mathematics than similar 7th and 8th grade students who used other mathematics programs during previous years. This study found evidence that the strongest application of MathForward was at grade 7 and a positive, but smaller, result was found for grade 8. The study also found that 9th grade Algebra I students who used MathForward scored lower than a similar group of 9th grade Algebra I students from previous years. While there is no evidence that 9th grade Algebra I students achieve higher after having participated more years in MathForward, students appear to achieve higher if their teachers have more experience using MathForward.

Reference: (Alexander and Stroup 2006; Stroup and Alexander 2007)
Referemce: (Stroup and Pham 2009)
Reference: (Penuel 2008)
Reference: District Report (Penuel 2008)
Reference: (Empirical Education 2009)

SRI International
Low-cost, portable classroom network technologies have shown great promise in recent years for improving teaching and learning in mathematics. This paper explores the impacts on student learning in mathematics when a program to introduce network technologies into mathematics classrooms is integrated into a systemic reform initiative at the district level. The study conducted compares the performance of middle and high school students who were participants in the Texas Instruments’ MathForward™ program to students in the district not in the program. Results indicate that students at two grade levels who were in the program made greater 1-year gains in mathematics achievement than students not in the program.

Reference: (Penuel and Singleton 2011)

Winick and Lewis Research, LLP
Independent evaluation research showed:
Year 1: Pilot results in the middle school where TI MathForward was implemented showed increased teacher content knowledge, including knowledge of patterns, functions, and algebra.
Teachers' self-reports included:

• Their teaching effectiveness and techniques improved from mid year to year end.
• Use of TI-Navigator system increased student participation and reduced behavioral problems.
• Students' algebra readiness increased.

Year 2: Jr. High program expansion showed:

• Growth in teacher knowledge of number and operations was positively associated with the TAKS performance of their students.
• Teacher self-reports of confidence improved.
• Teacher self-reports of collegial support remained high across the year.

Reference: (Winick and Lewis 2006; Winick and Lewis 2007)

SRI International
For Levittown, students randomly assigned to MathForward classes were compared with students not assigned to these classes.

• In the 9AX class, where implementation was consistent with the MathForward model, student achievement in the MathForward group was statistically significantly higher than a comparison group on final grades for students and their Regents' scores. Special education students and low-income students in the sample gained at the same rate as other students in the sample.
• In the 10AXBX classes, where implementation was inconsistent, MathForward students' scores were not significantly different from comparison students on either their Regents scores or on their final grades. Subgroups showed similar results.
• Levittown is the case of a district where implementation was consistent with the MathForward model. One of two grade levels' scores were higher for MathForward students than for comparison students.

Reference: District Report (Penuel 2008)

SRI International
For Springfield Local Schools, no comparison groups were possible; students' achievement gains from 2007 to 2008 in mathematics were compared to the same students' gains from 2006 to 2007.

• The overall gains made in mathematics by MathForward™ students on the Ohio Achievement Test were significantly greater from 2007 to 2008, the year students were exposed to the program, than they were from 2006 to 2007.

Reference: (Penuel 2008)

SRI International
In this pilot, implementation varied, and the pattern of results was different for the two grades studied.

• In eighth grade, MathForward™ students significantly outgained comparison students.
• In seventh grade, where implementation was inconsistent, the results were not statistically significant.
• Subgroup results were similar.

Winick and Lewis LLP
Based on teacher surveys and measures of teacher math knowledge, cumulated across all districts:

• There was evidence of a positive association between teacher math content knowledge and student performance on statewide tests
  
• The top benefits of TI-Navigator™ technology, from most teachers’ point of view, were more immediate feedback about what students know and can do and enhanced student conceptual understanding of mathematics.
  
• Teachers varied in the extent that they engaged students in extended discussion of their ideas. When they did engage students, most often discussion was part of whole-class instruction or review.
  
• Most teachers did use the TI-Navigator displays in their class so that students can see the distribution of responses to problems in class. Some used the data to speed up or slow down the pace of instruction.

Foshay 2011
This paper has three parts. Part 1 summarizes the research basis of MathForward. Part 2 summarizes independent quasi-experimental evaluation research done in the first four years of program development. Part 3 summarizes school district implementation case study reports on effectiveness done in 2005 through 2011.